Girl Power: Self-Esteem

Group Curriculum
for 5th Grade Girls

What is Girl Power?

An eight session group counseling
curriculum for 5th grade girls

Erin A. Camp

Anny Y. Wu

Goals:
1.

California State University, Sacramento

2.
3.

The Need for Girl Power

z

Girls starting puberty (4th-8th grade) at higher risk for:

z
z

Obesity
The media

Low self-esteem is related to

z
z
z

Depression
Poor academic achievement
Negative body image

The Effectiveness of Group

Counseling
z

The Effectiveness of Group

Counseling

Factors contributing to low self-esteem

z

Low self-esteem
Poor body image (Hargreaves, 2002)

Improves student academic achievement

when focused on 5 key areas:
z
z

z
z
z

(1) goal setting and progress monitoring

(2) building a community of caring, support, and
encouragement
(3) cognitive and memory skills
(4) handling pressure and anxiety
(5) building healthy optimism.

(Brigman & Webb, 2007)

Strengthen self-esteem and selfperception

Promote awareness about how certain
environments can affect self-esteem
Promote resiliency.

Group counseling has been found to be effective in general.

(Sanders, 2007)
Group counseling has been effective in changing 5th grade girls
attitudes toward:
z personal role options
z home
z family responsibilities
(Deutsch & Wolleat, 1981)
Multimedia group counseling techniques successfully helped
preadolescent girls deal with:
z changing body image
z importance of peer group
(McCue, 1980)

Girl Power Session Topics

1.
2.
3.
4.
5.
6.
7.

Promoting self-esteem
Creating a positive self-image
Handling peer pressure
Health and fitness
Planning for the future
Becoming a positive role model
Leadership skills

Teacher Referral Form

Sacramento Unified School District

Inspiration Elementary School
123 Success Street
Sacramento, CA 95815
(916) 555-1234

Dear Faculty and Staff:

From: School Psychology Graduate Students_____________________.
Re: Identification of Student Needs

October 13, 2006

Your name:____________________________

Grade Level:________

Subject Taught:________________________

Date:______________

Dear family of ___________________,

At Inspiration Elementary School, we strive to create a positive learning environment for all students. This
year, we are offering Girl Power!, a group for 5 th grade girls to discuss and enhance existing qualities and
prepare for entry into Junior High. Our goals are:

We will soon be starting a Girl Power counseling group in the school. We are seeking your help in
identifying students whom you feel would benefit from a group empowerment counseling experience. The
group would meet eight times for 45 minutes, and we would stagger and coordinate the time and days with
your schedule. Students will be responsible for completing any missed work and all homework
assignments.

1.
2.
3.
4.
5.
6.
7.

Please indicate the name(s) of your students whom you would recommend. Each named student would be
interviewed to determine willingness and readiness to be in a group.
1.

An empowerment group is for students whom you feel do not have good feelings about themselves.

These students may be overly shy, passive, submissive, or quiet. They could be also compensating for their

Promoting self-esteem
Handling peer-pressure
Planning for the future
Creating a positive self-image
Being a role model for younger girls
Leadership skills
Health and fitness

We will meet for eight weekly sessions starting _________on _______ from ____am to ____am during
your daughters silent reading time. She will still be required to complete her reading assignment at home.

lack of self-esteem by showing a superior attitude.

_____________________, ____________________________, _____________________

You can be assured that if any member of the group shares information involving harm to self or others, the
proper authorities will be contacted. Inspiration Elementary will do everything possible to ensure the
safety of all members. Your daughter will be asked to fill out a self-esteem rating scale for informational
purposes only. If your daughter is chosen to be in the group, pictures may be taken as part of the activities
only and will not be distributed, reproduced, or reused.

_____________________, ____________________________, _____________________

_____________________, ____________________________, _____________________

Please return this survey to our mailbox as soon as possible since we are ready to identify group members.

We believe every student who participates will be an asset toGirl Power! If you would like your daughter
to participate or if you would like more information, please fill out the attached permission slip to
Room___ by ____________. You will be notified by phone if your daughter is selected to participate. If
you have any questions please contact Erin Camp, Llecenia Navarro, and Anny Wu at (916) 555-1234.

If one of your students is selected to be in a group, you will be notified. Feel free to make any comments at
the bottom of this sheet. Thank you.
Comments/suggestions:

Thank you for your consideration,

___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________

Erin Camp
School Psychologist

Return this form to ____________________________ before ____________________

To:_________________________
From:_______________________
School Psychologist

Directions: Rate yourself on the following traits. Number 1 is low and 5 is high and 3 would be average.

I AM KIND
I AM HELPFUL

I AM CONFIDENT
I AM A GOOD LISTENER

5
5

I AM TRUSTWORTHY

I AM OPEN-MINDED

I HAVE A SENSE OF HUMOR

I HAVE LEADERSHIP SKILLS

I AM ARTISTIC
I AM ATHLETIC
I AM GOOD AT ACADEMICS
I AM DEPENDABLE

I AM ACCEPTING

HANDLING PEER PRESSURE

DECISION MAKING SKILLS

Date:________________ _________

The following student(s) will participate in an eight week counseling group on girl empowerment.
______________________ (students name). The group will be starting soon and attached is a copy of the
summary sheet that indicates the topics that will be covered in each of the sessions. We, the group leaders,
are interested in your perceptions and opinions about any information on the students current attitude,
behavior, or emotional status. Your answers in this evaluation will be treated as confidential. They will be
used only to help the counseling program set a baseline of the students interpersonal level at the beginning
of the counseling group.

Using the following scale, from 1 to 5, rate the student

5= High average
4= Average
3= Low average
2= Below average
1= Low
0= Cannot say/no opportunity to observe

Re:________________________
_______Self-esteem
_______Empowerment
_______Leadership
_______Friendship
_______Goal setting
_______Planning for the future
_______Self-perception

Comments:
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________

Adapted from Kirby, B.F. 2005

Anny Wu
School Psychologist

TEACHER PRE-EVALUATION

Name__________________
Self-esteem Rating Scale

I AM FAIR

Llecenia Navarro
School Psychologist

Thank you
Please return to _________________________

General Girl Power Session

Procedures
z

Icebreaker
z

Related to session topic

Reflect on activity

Ending Ritual
z

Get into a huddle, put hands in the middle and yell

Girl Power!

Goals
z
z
z

Discussion
z

Make members feel more at ease

Activity
z

Session 1:
Promoting Self-Esteem

Icebreaker
z

z
z

The Common Game

Group rules
Activity & Discussion
z
z

Get to know each other

Establish group rules and purpose
Begin discussing self-esteem

Define self-esteem
Sources of self-esteem

Ending Ritual

Session 2:
Creating a Positive Self-Image
z

Goals
z
z
z

1. What information are they leaving out?

Have You Ever?

Decoding the Media

2. Is this a healthy message for girls? Why or why not?

Ending Ritual

Goals
z

Goals
z
z

The Balloons Game

z

Leaders & Role Models

z

How-to-Cards

How to bake chocolate chip

cookies

How to play soccer

How to jump rope

How to play checkers

How to play basketball

How to play baseball

How to play hopscotch

How to fold a paper airplane

How to play volleyball

How to make a peanut butter

and jelly sandwich

How to play tetherball

How to build a campfire

How to do the breaststroke

How to make a sand castle

How to do a
cartwheel/somersault

How to dance

How to take a picture

Session 5:
Handling Peer Pressure
z

Goals
z

z
z

How to
__________________

How to
__________________

How to
__________________

How to
__________________

Guessing Game

Activity & Discussion

z

How to
__________________

Review last sessions topic

Discuss peer pressure and how to handle it

Icebreaker
z

How to
__________________

Act out How-to Cards

Ending Ritual

z
How to grow a plant

The Detective Game

Activity & Discussion

z

Ending Ritual

Allow the opportunity to teach each other

Practice speaking and presentation skills

Icebreaker
z

Activity & Discussion

z

Session 4:
Leadership

Identify female role models and heroes in our

community, culture, and society

Icebreaker
z

Barker, M. 2005

Session 3:
Identifying Role Models
z

3. How might different people see this message differently from me?

Activity & Discussion

z

2. What is the purpose of this message or picture?

Review rules of confidentiality

Review last sessions topic
Discuss positive and negative ways that females
are portrayed by the media

Icebreaker
z

Girl Detectives Worksheet

1. Who created this message or picture?

What Makes Me Feel Good About Myself?

Ways to Say No

Ending Ritual

What Makes Me Feel Good About Myself?

Ways to Say No
Rate each item in order of importance from 1 to 10. You can use the same number twice if two things are
equally important.
1. The movies/TV I look at

__________

2. The grades I get in school

__________

3. The clothes I wear

4. The brand of athletic shoes I have

__________
__________

5. The number of friends I have

6. What I do when Im not in school

__________
__________

7. Where I live

__________

8. How I get spending money

__________

9. The hobbies Ive got

__________

10. What sports I play

__________

Why do you make the choices you do?

Adapted from Carter & Oyemade, 1993

Adapted from Carter & Oyemade, 1993

Good Health Factors

Session 6:
Health & Fitness
z

Saturday

Sunday

Good Health Factors

Comments:

Adapted from Carter & Oyemade, 1993

Review last sessions topic

Discuss decision making
Goal-setting and planning for the future

ive yourself direction. You are responsible for your life.

rganize and prioritize your goals.

lways make realistic and attainable goals.

Decision Making

ist obstacles that may get in the way.

Activity & Discussion

z

G
O
A
L
S

Icebreaker
z

I could improve on

Plans for next week:

Goals

Quiet
Time:
Amount of
time spent
alone to
reflect and
relax

Friday

Name Game

Session 7:
Planning for the Future

Recreation:
Amount of
time spend on
doing
something you
enjoy

Thursday

Ending Ritual

Balanced
Meals: Did
you eat
more fresh
foods or
junk food
today?

Wednesday

Sleep:
Hours of
sleep a
night

Tuesday

Review last sessions topic

Discuss health factors

Activity & Discussion

z

Fresh Air:
Amount of
time spent
outside

Monday

Icebreaker
z

Exercise:
Amount of
time spent
exercising

Health
Factors

Goals
z

Other ways to say no

No, thank you.

I dont feel like it.
Make an excuse. Sometimes a quick excuse will help you get out of a very dangerous or sticky situation.
No thanks.
Keep an excuse ready.
Get out of here.
No way.
Ignore the person. Pretend not to hear or understand and keep moving.
Ill pass.
I cant.
Leave the scene. Talk fast and keep your feet moving.
I dont want to.
Get lost!
Make a joke. Humor can cure many ills. Get people to laugh.
Forget it!
Im just fine.
Thats not very smart.
I dont feel well.
I dont have any money.
Im broke.
I want to live.
I dont want to mess up my head.
That stuff ruins your life.
I dont want bad breath.
Thats really dumb.
Not today.
Im too busy.
I got to get home.
Im on my way to (home, next class)
(Drugs, cigarettes, alcohol)isnt good for you.
My (grades, family, soccer team) means more to me.
I have to go the bathroom.
I dont understand.
I gotta go.
Im afraid of the cops.
I dont want to get busted.
Youve got to be joking!

GOALS

Ending Ritual

et more goals once you reach your goal.

Kirby, B.F., 2005

Session 8:
Final Session
z

Feelings

Goals
z Discuss feelings
z Review previous topics
z Evaluation
z Closing Celebration
z Ending Ritual
Icebreaker
z Feelings
Activity & Discussion
z Review topics discussed in last 7 weeks
Ending Ritual
z Compliments

Group Evaluation
Please answer the following questions by circling the appropriate number. 1 is not true at all, 2 is
sometimes true, 3 is not sure/I dont know, 4 is true, and 5 is very true.

TEACHER POST-EVALUATION
To:_________________________
From:_______________________
School Psychologist

Date:________________ _________

1. I found this group experience to be worthwhile.

1

The following student(s) has just participated in an eight week counseling group on girl empowerment.
______________________ (students name). The group has ended and attached is a copy of the summary
sheet that indicates the topics covered in each of the sessions. We, the group leaders, are interested in your
perceptions and opinions about any information on the students current attitude, behavior, or emotional
status. Your answers in this evaluation will be treated as confidential. They will be used only to help the
counseling program assess the effectiveness of this group and to make any needed additional changes for
future groups. Any comments will be especially appreciated.

2. I would recommend being in a group to my friends.

Using the following scale, from 1 to 5, rate the student

5= Very much change/improvement
4= Much change/improvement
3= Some change/improvement
2= Little change/improvement
1= No change/improvement
0= Cannot say/no opportunity to observe

4. What I liked most about this group was

3. The group made progress in accomplishing its goal.

1

5. What I liked least about this group was

______.

Re:________________________
_______Self-esteem
_______Empowerment
_______Leadership
_______Friendship
_______Goal setting
_______Planning for the future
_______Self-perception

6. To improve the group I would suggest

.

Your Name

Comments:
___________________________________________________________________________________
___________________________________________________________________________________
____________________________________________

Date

Adapted from Greenberg, K.R., 2003

Thank you

Modifying Girl Power Sessions

z

Due to time constraints or other group-related

factors, modifications may need to be made
to the group sessions to better fit the needs
of your group
Additional activities available

Acknowledgements
z

Special thanks to Llecenia Navarro, co-writer

of Girl Power!

References
z

Barker, M. (2005). Girls on the run curricula. Charlotte, NC: Retrieved

www.girlsontherun.org.
Brigman, G., & Webb, L. (2007). Student success skills:
Impacting achievement through large and small group work.
Group dynamics: Theory, research, and practice, 11, 283-292.
Carter, S., & Oyemade, U. J. (1993). Parents getting a head start
against drugs: Trainers guide (DHHS Publication No. SMA 931971). Rockville, MD: Substance Abuse and Mental Health
Services Administration.
Deutsch, R., & Wolleat, P. L. (1981). Dispelling the forced-choice
myth.
Elementary School Guidance and Counseling, 16,112-120.
Greenberg, K. R. (2003). Group Counseling in K-12 Schools. Allyn
and Bacon: Boston, MA.

Questions?

References
z

Hargreaves, D. Adolescent body image suffers from media

images of the impossibly thin. Flinders Journal June
10-June 23, 2002. Retrieved from
www.flinders.edu/au/news/aricles/?fj09v13s01.
Kirby, B.F. (2005). Grab bag guidance and other small group
counseling topics for middle school students. Mar-Co
Products Inc: Warminster, PA.
McCue, A. E. (1980). Multi-media approach to group
counseling
with preadolescent girls. Journal of School Health, 50(3),
156-159.
Sanders, T. (2007). Helping children thrive at school: The
effectiveness of nurture groups. Educational
Psychology in Practice, 23, 45-61.